The relative effectiveness of different types of direct written corrective feedback

Bitchener, John; Knoch, Ute

doi:10.1016/j.system.2008.12.006

Cited by 174 publications

(155 citation statements)

References 19 publications

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“…This form of feedback increases students' engagement and attention to forms and develop their problem-solving, attention, and guided-learning. When codes are used, they should be consistent and understood by students (Ferris & Roberts, 2001;Ferris, 2003;Bitchener & Knoch, 2009). However, some researchers opposed the value of written feedback and claimed that it produces negative results, makes students feel stressed and anxious, and increases negative attitudes towards writing.…”

Section: Methods Of Feedbackmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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Section: Methods Of Feedbackmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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“…Ellis et al (2008), Bitchener (2008) and Bitchener and Knoch (2009) have carried out investigations involving a control group that was not provided with any form of feedback. Findings from all these studies indicate that groups that received error corrections, regardless of the feedback types outperformed the groups that received no feedback.…”

Section: Issues On Corrective Feedback Effectivenessmentioning

confidence: 99%

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

Kassim¹,

Ng²

2014

ELT

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This paper discusses findings from a study investigating feedback efficacy on the accurate use of prepositions by ESL learners in written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused indirect with the unfocused indirect corrective feedback on the uptake and retention measured from the pretest, immediate and delayed posttests. The study also analysed the language-related episodes (LREs) occurring in the collaborative dialogue during the treatment sessions to identify the factors affecting uptake and retention of the corrective feedback in subsequent writing tasks. Findings revealed that both treatment groups outperformed the control group in the posttests, but, there was no significant difference between the unfocused and focused corrective feedback groups. Evidence from the LREs analysis suggests that extensive engagement in all the three functions of the Swain (2005) output hypothesis: noticing, hypothesis testing and metalinguistic, during the collaborative dialogue contribute toward the enhancement of uptake and retention. Since both correction types were equally facilitative in increasing accuracy of preposition usage, teachers may consider using them accordingly in writing tasks.

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“…Un tipo de retroalimentación correctiva focalizada, que promueven autores como Bitchener (2008), Bitchener & Knoch (2009) y Sheen (2011, es aquel que entrega claves metalingüísticas. En concreto, el componente metalingüístico implica la capacidad del estudiante de reflexionar sobre el lenguaje e ir más allá del uso de la lengua.…”

Section: Retroalimentación Correctiva Indirecta Metalingüísticaunclassified

"Uso de la retroalimentación correctivafocalizada indirecta con claves metalingüísticas en la adquisición del sufijo -s en la tercera persona del singular en inglés, en estudiantes de un programa de formación pedagógica en efl de una universidad chilena"

Ortiz

2016

Folios

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Uso de la retroalimentación correctiva focalizada indirecta con claves metalingüísticas en la adquisición del sufijo -s en la tercera persona del singular en inglés, en estudiantes de un programa de formación pedagógica en efl de una universidad chilena ResumenEl presente artículo aborda uno de los problemas recurrentes en estudiantes de un programa de formación de profesores de inglés en Chile: la omisión de la -s en la tercera persona del singular durante la construcción de un texto académico. Se ha observado que las competencias gramaticales de estos estudiantes son insuficientes para responder a las exigencias de la producción de un texto académico. Esta problemática deja en evidencia una situación común entre los estudiantes: avanzar en su competencia comunicativa, pero no en su competencia gramatical. El futuro profesor de inglés como lengua extranjera (efl) debe poseer un dominio en ambas competencias y, por lo tanto, se debe brindar atención a ambos aspectos. El artículo describe también la utilidad de las estrategias de retroalimentación correctiva, específicamente de la retroalimentación correctiva focalizada indirecta con claves metalingüísticas para abordar problemas gramaticales concretos y recurrentes, como el de la omisión del sufijo -s, en estudiantes con un nivel de competencia comunicativa avanzada en inglés.Palabras clave: Sufijo -s, retroalimentación correctiva, escritura académica AbstractThis article addresses one of the frequent problems in pre-service teachers of English in Chile: the omission of suffix -s in the third person singular during the writing of an academic text. It has been observed that the grammatical competence of these prospective teachers is insufficient to meet the demands of academic writing. This issue reveals a situation that is shared by students who show proficiency in their communicative competence but not in their grammatical competence. The prospective teacher of English as a Foreign Language should master both competences. Therefore, attention should be equally given to both. The paper also describes the usefulness of corrective feedback strategies, specifically indirect focused corrective feedback with metalinguistic clues to address specific, frequent grammatical problems, such as the omission of suffix -s in students who show advanced proficiency in their communicative competence.

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The relative effectiveness of different types of direct written corrective feedback

Cited by 174 publications

References 19 publications

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Investigating the Efficacy of Focused and Unfocused Corrective Feedback on the Accurate Use of Prepositions in Written Work

"Uso de la retroalimentación correctivafocalizada indirecta con claves metalingüísticas en la adquisición del sufijo -s en la tercera persona del singular en inglés, en estudiantes de un programa de formación pedagógica en efl de una universidad chilena"

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